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Fuchs, Lynn S.; Malone, Amelia S. – Elementary School Journal, 2021
The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring on fraction magnitude in grades 3-5. The contrast condition, 17 master's students drawn from the same pool of research assistant applicants,…
Descriptors: Mathematics Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Graduate Students
Jarry-Shore, Michael; Kobiela, Marta – Elementary School Journal, 2020
In this study, we decomposed the broad practice of deciphering multiple solution strategies. We conducted interviews with 11 preservice elementary teachers, in which we asked teachers to decipher students' standard and nonstandard strategies to multiplication and division problems. We examined what teachers said and did--what we refer to as…
Descriptors: Preservice Teachers, Elementary School Teachers, Learning Strategies, Problem Solving
Jarry-Shore, Michael; Kobiela, Marta – Elementary School Journal, 2020
In this study, we decomposed the broad practice of deciphering multiple solution strategies. We conducted interviews with 11 preservice elementary teachers, in which we asked teachers to decipher students' standard and nonstandard strategies to multiplication and division problems. We examined what teachers said and did--what we refer to as…
Descriptors: Preservice Teachers, Elementary School Teachers, Learning Strategies, Problem Solving
Dack, Hilary; O'Reilly, Neil; Youngs, Peter; Hopper, Eugenia – Elementary School Journal, 2019
This longitudinal qualitative multicase study explored the development of 2 elementary school teachers' practical visions, or "enactment images," of differentiation. Spanning participants' final year in a teacher preparation program and first 4 years of teaching, the study traced the evolution of their practical visions of enacting…
Descriptors: Elementary School Teachers, Preservice Teachers, Individualized Instruction, Teacher Attitudes
Hiebert, James; Berk, Dawn; Miller, Emily – Elementary School Journal, 2017
The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…
Descriptors: Mathematics Instruction, Mathematics Teachers, Longitudinal Studies, Teacher Education Programs
Master, Benjamin; Loeb, Susanna; Whitney, Camille; Wyckoff, James – Elementary School Journal, 2016
Nationwide, K-12 students designated as English language learners (ELLs) must learn both language and content simultaneously, and ELLs score far below the national average in math achievement. Many educators have suggested that identifying or developing teachers with skills specific to ELLs' instructional needs may be critical to addressing this…
Descriptors: Teacher Effectiveness, English Language Learners, General Education, Academic Achievement
Ghousseini, Hala – Elementary School Journal, 2015
Given the current interest in organizing teacher education around core instructional practices that help preservice teachers enact ambitious aspects of teaching like leading classroom discussions, this article investigates an example from the experience of a preservice teacher as she works on orienting students to each other's ideas. Resulting…
Descriptors: Preservice Teachers, Educational Practices, Discussion (Teaching Technique), Group Discussion
Ball, Deborah Loewenberg; Sleep, Laurie; Boerst, Timothy A.; Bass, Hyman – Elementary School Journal, 2009
This article describes and analyzes a program of work in elementary mathematics teacher education at the University of Michigan that has, for a decade, been a site for the development of approaches to preparing beginning K-8 mathematics teachers that are both aimed at practice and centered in content. Among the products of this work are video…
Descriptors: Preservice Teacher Education, Mathematics Teachers, Teacher Educators, Teaching Methods
Hiebert, James; Morris, Anne K. – Elementary School Journal, 2009
Consistent with the theme of this issue, we describe the details of one continuing effort to build knowledge for teacher education. We argue that building a useful knowledge base requires attention to the processes used to generate, record, and vet knowledge. By using 4 features of knowledge-building systems we identified in the introductory…
Descriptors: Educational Change, Mathematics Teachers, Middle School Teachers, Teacher Education Curriculum
Lampert, Magdalene; Graziani, Filippo – Elementary School Journal, 2009
To understand how teacher education might build the knowledge it needs, the editors of this issue investigate how organizations outside of education create and maintain "self-improving" systems that enable them to learn how to get better at what they do. To learn about knowledge building in teacher education, the research reported here also looks…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Second Language Instruction, Italian
The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education
Jansen, Amanda; Bartell, Tonya; Berk, Dawn – Elementary School Journal, 2009
In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…
Descriptors: Preservice Teacher Education, Mathematics Education, Mathematics Teachers, Goal Orientation